2012
DOI: 10.1080/13598139.2012.679107
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Paradigmatic shift or tinkering at the edges?

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Cited by 5 publications
(6 citation statements)
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“…From a pedagogical point of view, the strong (post-) positivist focus on finding a mind that is "truly gifted" is questionable and could obscure the "how" and "when" (Jackson, 2000;Porath, 2013; L. T. Rose, Daley, & Rose, 2011) in meeting the advanced learning needs that exist only when a given learning context is taken into account. Moreover, researchers have also questioned the ethical implications of categorizing students into gifted versus those not so identified, often described as "non-gifted" (e.g., Barab & Plucker, 2002;Borland, 2013;Matthews, Ritchotte, & Jolly, 2014;Sutherland, 2012). While it is still emerging, a major shift concerning the symbolic nature of "gifted" is apparent (Lo & Porath, 2017).…”
Section: Giftedness As a Living Conceptmentioning
confidence: 99%
“…From a pedagogical point of view, the strong (post-) positivist focus on finding a mind that is "truly gifted" is questionable and could obscure the "how" and "when" (Jackson, 2000;Porath, 2013; L. T. Rose, Daley, & Rose, 2011) in meeting the advanced learning needs that exist only when a given learning context is taken into account. Moreover, researchers have also questioned the ethical implications of categorizing students into gifted versus those not so identified, often described as "non-gifted" (e.g., Barab & Plucker, 2002;Borland, 2013;Matthews, Ritchotte, & Jolly, 2014;Sutherland, 2012). While it is still emerging, a major shift concerning the symbolic nature of "gifted" is apparent (Lo & Porath, 2017).…”
Section: Giftedness As a Living Conceptmentioning
confidence: 99%
“…Corresponding to this broadened notion of giftedness, a teacher’s role has undergone some changes, moving from a more passive role (e.g., a spectator searching for various forms of giftedness and talents) to a more constructive role (e.g., a scaffolder who make efforts to ensure the “becoming” process of giftedness and talents), to an active emancipating role (e.g., an empowerer who intends to amend injustice and lift undemocratic constraints that might have oppressed gifted students considered disadvantaged). While an identification-based ideology is still prevalent in current gifted education practices, an ecology- and system-based paradigm that speaks to an ideology of cultivating gifts rather than identifying gifts has emerged in recent years ( Barab & Plucker, 2002 ; Eyre, 2011 ; Hymer, 2009 ; Hymer et al, 2009 ; Renzulli, 2010 ; Sutherland, 2012 ).…”
Section: Modern Onset: the Emergence Of The Identification Paradigmmentioning
confidence: 99%
“…In other words, giftedness has been considered as a fixed normative condition (that awaits proper identification) rather than fluid conditionality that speaks to the relational learning needs that arise from mismatches between a learner and a learning environment. Second, the extent to which the gifted label helps in facilitating communication between research and practice has also been questioned ( Borland, 2009 ; Eyre, 2011 ; Lo, 2014b ; Peters & Matthews, 2016 ; Sutherland, 2012 ) given its educationally nondescript nature ( Peters, Kaufman, Matthews, McBee, & McCoach, 2014 ). Moreover, and perhaps more important to some, the tenability of identification-based practices has also been challenged on axiological grounds.…”
Section: Current Shifts: the Emergence Of The Transaction Paradigmmentioning
confidence: 99%
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“…Sutherland (2012) was critical of innovation attempts for gifted education that tinkered at the edges, but joined with others in supporting a complete paradigm shift, toward a systemic approach that is consistent with a HPS framework (Neville, Piechowski, & Tolan, 2013;Yuen & Fong, 2012;Ziegler, Stoeger, & Vialle, 2012). Each iterative step of the study informs the next using Plucker and Callahan's (2008) notion of reflection leading to interim program outcomes.…”
Section: At a Personal Level Students Encounter Proximal Experiencesmentioning
confidence: 99%